How training affect to the employee's performance

VIETNAM NATIONAL UNIVERSITY – HCMC
INTERNATIONAL UNIVERSITY SCHOOL OF BUSINESS
THESIS
TRAINING AFFECTS THE EMPLOYEE’S PERFORMANCE
In Partial Fulfillment of the Requirement of the Degree of
MASTER OF BUSINESS ADMINISTRATION
Advisor: Ph.D. NGUYEN MINH HA
Student’s name: DU NGOC HUYEN TRANG (MBA03035)
HCMC, Vietnam
August, 2014

TRAINING AFFECTS THE EMPLOYEE’S PERFORMANCE
In Partial Fulfillment of the Requirements of the Degree of
MASTER OF BUSINESS ADMINISTRATION
In Marketing
by
Ms DU NGOC HUYEN TRANG
ID: MBA03035
International University - Vietnam National University HCMC
August 2014
Under the guidance and approval of the committee, and approved by all its members, this thesis has been accepted in partial fulfillment of the requirements for the degree.
Approved:
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Chairperson Committee member
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Committee member Committee member
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Committee member Committee member

ACKNOWLEDGE
This research could not have been completed without the dedication and support from the following individuals during the completion of the research; therefore, I would begin by sincerely thanking my supervisor, Mr. Nguyen Minh Ha who provided patient guidance and a clear view at a critical point in my research. I appreciate her efforts because he offered me all the necessary guidelines I needed in order to achieve this academic task. I’m also thankful to all my lecturers and administrators at International University.
Also, I deeply thank my classmates and friends for all the encouragements they gave to us during this research. They gave me support and good comments about how I could improve my thesis. Your help has been very important for completing this work and motivating me when I felt hopeless and bored.
Another thank you goes to my parents and other family members who gave me inspiration and supported to work hard. Finally, to all the executives from various organizations either public sector or private sectors who helped in giving feedback through questionnaire which had distributed to them. I thank you for your time and support.

TABLE OF CONTENTS
ACKNOWLEDGE ......................................................................................................... i
TABLE OF CONTENTS ........................................................................................... ii
LIST OF TABLES ..................................................................................................... v
LIST OF FIGURES .................................................................................................viii
ABBREVIATIONS ....................................................................................................viii
ABSTRACT .............................................................................................................. xi
CHAPTER 1: INTRODUCTION .................................................................................. 1
1.1 REARCH PROBLEM ..................................................................................... 4
1.2 REREARCH QUESTION............................................................................... 5
1.3 RESEARCH OBJECTIVES ........................................................................... 5
1.4 RESEARCH HYPOTHESIS .......................................................................... 6
1.5 SCOPE AND LIMITATIONS OF THE RESEARCH ................................... 6
1.6 SIGNIFICANCE OF THE RESEARCH ........................................................ 6
1.7 METHODOLOGY OF THE RESEARCH ..................................................... 7
1.8 ORGANIZATION OF THE RESEARCH ...................................................... 8
CHAPTER 2: LITERATURE REVIEW ....................................................................... 1
2.1 TRAINING NEEDS ASSESSMENT (TNA) TO EMPLOYEE’S PERFORMANCE ...................................................................................................... 5
2.2 TRAINING COMMITMENT TO EMPLOYEE’S PERFORMANCE. ......... 9
2.3 TRAINING CONTENTS AND DELIVERY APPROACHES TO EMPLOYEE’S PERFORMANCE. ......................................................................... 10
2.3.1 Contents description to employee’s performance .................................. 11
2.3.2 Delivery approaches to employee’s performance .................................. 13
2.4 TRAINING EVALUATION TO EMPLOYESS’S PERFORMANCE ........ 21
2.5 EMPLOYEE’S PERFORMANCE ............................................................... 24
2.6 THE RELATIONSHIP BETWEEN TRAINING AND EMPLOYEE’S PERFORMANCE .................................................................................................... 26
2.7 SUMMARY .................................................................................................. 28
CHAPTER 3: RESEARCH METHODOLOGY ......................................................... 30
3.1 DEVELOPPMENT OF HYPOTHESIS........................................................ 31
3.2 RESEARCH METHOD ................................................................................ 33

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3.2.1 Sample collection ................................................................................... 35
3.2.2 Data collection procedure ...................................................................... 36
3.3 RESEARCH DESIGN .................................................................................. 38
3.4 PILOT RESEARCH ...................................................................................... 48
3.4.1 Draft ....................................................................................................... 49
3.4.2 Draft questionnaires ............................................................................... 50
3.5 DATA ANALYSIS TECHNIQUES ............................................................. 50
3.5.1 Descriptive statistics .............................................................................. 50
3.5.2 Reliability analysis ................................................................................. 51
3.5.3 Exploratory factor analysis (EFA) ......................................................... 52
3.5.4 Correlation statistics............................................................................... 52
3.5.5 Regression analysis ................................................................................ 52
3.5.5.1 Multiple simultaneous regression analysis ............................................ 53
3.6 SUMMARY .................................................................................................. 55
CHAPTER 4: ANANLYSIS AND DISCUSTION ..................................................... 57
4.1 SAMPLE DESCRIPTION ............................................................................ 58
4.1.1 Samples .................................................................................................. 58
4.1.2 Demographic profile .............................................................................. 58
4.2 CRONBACH ALPHA TEST RELIABILITY BEFORE EFA ..................... 63
4.2.1 Reliability Analysis ................................................................................ 63
4.2.2 Exploratory factor analysis result (EFA) ............................................... 72
4.2.2.1 EFA Independent variable ..................................................................... 73
4.3 REGRESSION ANALYSIS ......................................................................... 83
4.3.1 Correlation Statistics .............................................................................. 84
4.3.1.1 Multiple Simultaneous Regression Analysis ......................................... 89
4.4 HYPOTHESIS TESTING ............................................................................. 96
4.5 SUMMARY OF RESEARCH RESULTS .................................................. 100
4.6 COMPARE ANANLYSIS .......................................................................... 101
4.6.1 The effect of genders to employee’s performance. .............................. 101
4.6.2 The effect of age to employee’s performance. ..................................... 103
4.6.3 The effect of marital status to employee’s performance. ..................... 105
4.7 CHAPTER SUMMARY ............................................................................. 106
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS ............................. 108

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5.1 Conclusions of the research......................................................................... 109
5.2 Recommendation for future research .......................................................... 110
5.3 Chapter Summary ........................................................................................ 111
REFERENCES .......................................................................................................... 112
SOURCE .................................................................................................................... 123
APPENDIX ................................................................................................................. xiv
APPENDIX 1: QUESTIONAIRE SURVEY – ENGLISH VERSION .................. xiv
APPENDIX 2: QUESTIONAIRE IN VIETNAM VERSION ................................ xxi
APPENDIX 3: LIST OF COMPANIES IN HOCHIMINH CITY ........................ xxx
APPENDIX 4: DESCRIPTIVE STATISTIC ....................................................... xxxi
APPENDIX 5: CRONBACH ALPHA BEFORE EFA ......................................xxxiii
APPENDIX 6: EFA ............................................................................................ xxxix
APPENDIX 7: CRONBACH ALPHA AFTER EFA ............................................ xlix
APPENDIX 8: REGRESSION ANALYSIS ........................................................... liv
APPENDIX 9: MULTIQUE REGRESSION ANALYSIS ................................... lviii
APPENDIX 10: COMPARE ANALYSIS ............................................................. lxvi

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LIST OF TABLES
Table 1-1 Chapter review .................................................................................... 1
Table 1.2 The structure of the research. .............................................................. 8
Table 2-1 Chapter review ..................................................................................... 1
Table 2-2 These are definition of training or meaning of training in the previous research and the book .................................................................................. 3
Table 2-3 Components of training ....................................................................... 4
Table 2-4 Levels of a training needs assessment ................................................ 6
Table 2-5 Five major benefits by having and stating TNA in the training ......... 7
Table 2-6 Delivery approaches to employee’s performance ............................. 14
Table 2-7 Training Evaluation to employee’s performance .............................. 21
Table 2-8 Some definitions of employee’s performance .................................. 24
Table 3-1 Chapter review .................................................................................. 30
Table 3-2 The qualitative and quantitative research .......................................... 33
Table 3-3 Data Collection Procedure ................................................................ 36
Table 3-4 Independent and dependent variables ............................................... 38
Table 3-5 Measure of training needs assessment to employee’s performance .. 39
Table 3-6 Measure of training commitment assessment to employee’s performance .............................................................................................................. 41
Table 3-7 Measure of training contents to employee’s performance ................. 42

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Table 4-1 Chapter review ................................................................................... 57
Table 4-2 Response rate .................................................................................... 58
Table 4-4 Reliability Analysis for Training Needs Assessment to employee’s performance. ............................................................................................................. 63
Table 4- 5 Reliability Analysis for training commitment to employee’s performance. ............................................................................................................. 65
Table 4-6 2ND Reliability Analysis for training commitment to employee’s performance. ............................................................................................................. 66
Table 4-7 Reliability Analysis for training contents to employee’s performance. .................................................................................................................................. 66
Table 4-8 Reliability Analysis for training delivery approaches to employee’s performance. ............................................................................................................. 68
Table 4-9 Reliability Analysis for evaluation to employee’s performance. ..... 69
Table 4- 10 Reliability Analysis employee’s performance. ................................ 70
Table 4-11 Summary the Cronbach’s Alpha (Reliability) of Dependent and Independent Variables .............................................................................................. 71
Table 4-12 EFA Independent variable ( Rotation: Varimax) ............................ 73
Table 4-13 EFA Independent variable (Rotation: Promax) .............................. 76
Table 4-14 New group after EFA ...................................................................... 80
Table 4-15 Summary reliability analysis for Independent variable after EFA . 81
Table 4-16 Correlations Matrix of the Training Dimensions and Employee’s Performance ............................................................................................................. 84

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Table 4.17 Summary of findings of the research Objectives ............................ 89
Table 4-18 ANOVA Analysis ........................................................................... 90
Table 4-19 Model Summary ............................................................................. 91
Table 4-20 Coefficeients ................................................................................... 92
Table 4-21 Research result hypothesis ............................................................. 96
Table 4-21 Independent samples t-test - GENDERS ....................................... 102
Table 4-22 Anova – Multiple comparison - AGE ............................................ 103
Table 4-23 Independent samples t-test – MARRITAL STATUS .................... 105
Table 5-1 Chapter review ............................................................................... 108

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LIST OF FIGURES
Figure 2.1 Theoretical framework for “the Influence of training on employee’s performance .............................................................................................................. 28
Figure 3-1 The chart research.............................................................................. 34
Figure 4.1 Gender analysis ................................................................................. 59
Figure 4.2 Age analysis ...................................................................................... 59
Figure 4.3 Marital status analysis ........................................................................ 60
Figure 4.4 Education analysis ............................................................................. 61
Figure 4.5 Occupation analysis ........................................................................... 61
Figure 4.6 Company type .................................................................................... 62
Figure 4.7 Year of working ................................................................................. 62
Figure 4-8 Range of Values for the Correlation Coefficient ............................ 84
Figure 4.9 Theoretical framework for “the Influence of training on employee’s performance” after analysis ...................................................................................... 87

ABBREVIATIONS
HCM : HO CHI MINH
HCMC : HO CHI MINH CITY
Statistical Package for Social Sciences : SPSS
Training needs assessment : TNA
Mission Critical Occupation's : MCO
Human Resources Development Fund : HRDF
Knowledge, skills and abilities : KSAs
On – the – job training : OJT
Information and communication Technology : ICTs
Human resource department : HRD
Exploratory Factor Analysis : EFA
Variance inflation factor : VIF

ABSTRACT
Employee is a blood stream of any business. The accomplishment or disaster of the firm depends on its employee performance. Hence, top management realized the importance of investing in training and development for the sake of improving employee performance. This research aimed at researching the effect of training on employee performance and to provide suggestion as to how firm can improve its employee performance through effective training programs.
Training helped people to learn how to be more effective at work by modifying knowledge, skills or attitudes through learning experience to achieve effective performance. Human resource theory supports the significance of training in which it is considered as one of the processes in achieving organizational goals by attracting and maintaining employees, and also managing them effectively. Prior studies suggested that training is a significant predictor of employee’s work commitment and performance. Results of prior empirical studies also suggested that training comprised four dimensions namely training commitment, training needs assessment, training contents and delivery approaches, and training evaluation. This research attempted to contribute additional empirical evidence on the influence of training on employee’s work commitment and performance. In particular, this research examined the role of training in determining the employee’s work commitment and performance in HCMC. Two hundred and eighty five (250) employees in HCMC were surveyed for this purpose. The results of this research revealed that training commitment, training needs assessment, training contents and delivery approaches, and training evaluation positively and significantly influence the employee’s work commitment and performance. Training commitment and training evaluation were found to be more

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important dimensions of training in affecting employee’s work commitment and performance.
The research approach adopted for the research conforms to qualitative research, as it reviews the literature and multiple case studies on the importance of training in enhancing the performance of the workforce. Further the paper goes on to analyze and understand the theoretical framework and models related to employee development through training and development programs, and its effect on employee performance and on the basis of the review of the current evidence of such a relationship, offers suggestions for the top management in form of a checklist, appropriate for all businesses, to assess the employee performance and to find out the true cause(s) of the performance problem so the problem could be solved in time through desired training program.
This paper assesses the effect of training dimensions on employee performance, a case of companies in HCMC. The research sought to find out; the effects of training needs assessment, training commitment, training contents and delivery approaches and the training evaluation on employee performance. The 350 questionnaires and interview schedules were used; the sampling and the employee also were selected in simple random sampling.
The researcher used content validity; internal consistency was achieved through the use of a Cronbach’s Alpha coefficient which yielded an alpha to implying that the instruments were reliable. The researcher then analyzed the data using descriptive and inferential statistical where regression analysis was used to establish the associations of the research variables. Results show that there was a positive and significant effect between training needs assessment and employee performance in companies HCMC.

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The research in hand faces the limitations as there are no adequate indications to correlate directly the relationship between training and employee performance. Hence, there is a need for conducting an empirical research in future to test the proposition discussed in the research.
The research in hand provides brief overview of the literature about training effectiveness and how it contributes in enhancing the employee performance and ultimately concludes along with recommendation to give directions for future research by applying different level of analysis on exploring the impact of training practices on employee performance.
KEY WORDS: On job training, training, work commitment, employee’s performance, training dimensions, training evaluation levels, training needs assessment

Training affects the employee’s performance
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CHAPTER 1: INTRODUCTION
Table 1-1 Chapter review CHAPTER REVIEW
The first section
:
Chapter introduction The second section : Research problem
The third section
:
Research question The fourth section : Research objectives
The fifth section
:
Research hypothesis The sixth section : Scope and limitations of this research
The seventh section
:
Signification of this research The eighth section : Methodology of this research
The ninth section
:
Organization of this research The tenth section : Chapter summary
Improved capabilities, knowledge and skills of the talented workforce proved to be a major source of competitive advantage in a global market (McKinsey, 2006). To develop the desired knowledge, skills and abilities of the employees, to perform well on the job, requires effective training programs that may also effect employee motivation and commitment (Meyer and Allen, 1991). In order to prepare their workers to do their job as desired, organizations provides training as to optimize their employee’s potential. Most of the firms, by applying long term planning, invest in the building new skills by their workforce, enabling them to cope with the uncertain conditions that they may face in future, thus, improving the employee performance

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through superior level of motivation and commitment. When an employee recognizes their organization interest in them through offering training programs, they in turn apply their best efforts to achieve organizational goals, and show high performance on job.
Employees are the valuable asset of every company as they can make or break a company’s reputation and can adversely affect profitability. Employees often are responsible for the great bulk of necessary work to be done as well as customer satisfaction and the quality of products and events. Without proper training, employees both new and current do not receive the information and develop the skill sets necessary for accomplishing their tasks at their maximum potential. Employees who had been training tend to keep their jobs longer than those who do not.
Training is a necessity in the workplace, without it, employees don't know their responsibilities or duties with the company. Employee training refers to programs that provide workers with information, new skills, or professional development opportunities.
The companies who need to get the competitive advantage in the market realized the importance of training in improving the employee’s performance. In the previous researches provides the evidence regarding the positive affect of training programs on both employee and organizational performance. On one hand previous work in the field proved that effective training programs leads to superior return on investment while the other researches mentioned the positive role of training in attaining the supreme levels of employee retention (Colarelli & Montei, 1996; Becker, 1993).
Due to, growing up global too quickly and new created technological day by day, the firms are now facing new changes as well as challenges. Technological advancements

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have molded the need of capabilities and competencies required to perform a particular tasks. Thus, to facing with these challenges, more improved and effective training programs are required by all corporates. Effective training programs helps in constructing a more conducive learning environment for the workforce and train them to cope with the upcoming challenges more easily and in time (Wei-Tai, 2006).
According to, Farooq. M, & Aslam. M. K (2011), managers are trying their level best to develop the employee’s capabilities, ultimately creating good working environment within the organization. For the sake of capacity building managers are involved in developing the effective training programs for their employees to equip them with the desired knowledge, skills and abilities to achieve organizational goals. This struggle by the top management not only improves the employee performance but also creates positive image of the firm worldwide, (Jia-Fang, 2010).
Effective training programs helps employees to get acquaintance with the desired new technological advancement, also gaining full command on the competencies and skills required to perform at s particular job and to void on the job errors and mistakes (Robert, 2006).
Among the important function of human resource management, one of the crucial functions is employee development through proper training and development programs. Employee development refers to the capacity and capability building on an employee, and thus as of whole organization, to meet the standard performance level (Elena P. 2000). More the developed employees, more they are satisfied with their job, hence increasing the firm productivity and profitability. (Champathes, 2006).
In spite of the large number of researchers on the relationship between training and employee performance, there appears to be a gap, concerning the research of effect of

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training on employee’s performance. The purpose of this research is to close the gap by deeply investigating this phenomenon through the relevant literature, and make clear the relationship of training effectiveness, and the manager or human research provide suggestions to the firms as how they can make best use of training programs to make their employees perform well on job.
1.1 REARCH PROBLEM
This research begins from the realization of the need to effectively administer the effect of training on employee performance. Training is a systematic process to enhance employee’s skill, knowledge and competency, necessary to perform effectively on job. Overall, training impacts organizational competitiveness, revenue and performance.
Unfortunately, the majority of governmental, private organization and international organizations are not recognizing the importance of training to increase their employee’s productivity and when the economy slows or when profits decline, many organizations first seek cuts in their training budgets. This will leads to high job turnover then increase the cost to hire new employees which low down the organizational profitability.
Prevision researches proved a positive link between training and employee performance, as training brings benefits for the employee along with for the firm by positively impacting employee performance through the enhancement of employee’s competencies and behavior. A firm that focuses on shareholders and customer satisfaction realized the importance of investing in training, and thus recognizes the worth of employee development (Evans and Lindsay, 1999).

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1.2 REREARCH QUESTION
How does training affect the employee’s performance? To find the answer for above mention research question, this research highlights the critical review to understand this issue, as proving that how the effective training leads to higher employee’s performance, after that, the manager or the owner of the company can design the effective training programs for the employees to improve their performance as increase the competitive advantage of company in the market.
1.3 RESEARCH OBJECTIVES
The general objective of the research was to assess the effect of training dimensions on employee performance in companies in HCMC. Specifically the research tries to find out the following objectives:
- To determine the effect of each dimensions of training (training needs assessment, training commitment, training contents, training delivery approaches) on employee performance in companies in HCMC.
- To examine the relationship between training and employee’s performance
- To investigate the attitudes of the top management towards training programs provided for their employees
The research also does hope that can help:
- The firm’s leaders known that training for employees is the most importance to increase the employee’s performance, also keep the good employees to stay with the firm in long time. Due to, the employees are a part the firm's properties, also increasing the competitive advantage of company in the market, as well.

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- And, measuring the training affects the employee’s performance in the firm.
- Based on the research, can create the comments, and solution to increase the employee’s performance in the organization.
1.4 RESEARCH HYPOTHESIS
The research was guided by the following research hypothesis:
- Ho1: training needs assessment significantly influences on employee’s performance in companies in HCMC.
- Ho2: training commitment significantly influences on employee’s performance in companies in HCMC.
- Ho3: training contents significantly influences on employee’s performance in companies in HCMC.
- Ho4: training delivery approaches significantly influences on employee’s performance in companies in HCMC.
- Ho5: training evaluation significantly influences on employee’s performance in companies in HCMC.
1.5 SCOPE AND LIMITATIONS OF THE RESEARCH
The research was conducted in companies in HCMC
Content scope: The content scope mainly focused on how the training able to maximize the employee’s performance
Time scope: The research was limited to the period since June 2013 up to June 2014.
1.6 SIGNIFICANCE OF THE RESEARCH
Most employees generally feel that having good leader, working environment and other benefits are mainly influenced the work commitment and performance.

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However, this research is extended from previous academic studies suggested that there is a significant influence of training dimensions on employee’s performance. The literatures suggest that there are four dimensions of training influence employee’s performance, which are training needs assessment, training commitment, training contents and delivery approaches, and training evaluation. Understanding how the influence of training on employee’s performance is an important step in addressing the issue of employee’s work performance.
The literatures also points to various factors that may contribute to the employee’s work commitment – affective, continuance and normative commitment (Allen and Mayer, 1990). The perceived amount of training offered by the organizations may influence the level of commitment an employee feels to their organizations. Besides that, the literatures suggest employee’s perceptions towards their performance right after they have attending the training programmers offered by their organizations (Kumar, 2006; Berger and Cummings, 1979).
1.7 METHODOLOGY OF THE RESEARCH
The method is being used in this research is quantitative method. The quantitative will be collected through survey with structured questionnaires by using convenient sampling.
The relevant data for the research has been collected from both primary and secondary sources. The secondary data is sourced of information from previous research and report from Internet and journals….etc. The primary data has been collected by quantitative. The target people are the employees who work in Private

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Company, Government Company, Foreign Company, Joint Venture Company and public sectors in HCMC.
After data collection was completed, the Statistical Package for Social Sciences (SPSS) 16.0 will be used to analyze. There are four dimensions of training developed by previous researchers are identified as the independent variables, which are training commitment, training needs assessment, training contents and delivery approaches, and training evaluation. The employee’s performance is identified as the dependent variable in this research.
1.8 ORGANIZATION OF THE RESEARCH
This research is organized by chapters for better understanding about the systematic view of training influence on employee’s performance.
Table 1.2 The structure of the research.
Chapter 1
Introduction
Background of the research
Research problem
Research objectives
Research hypothesis
Scope and limitation of the research
Significance of the research
Methodology of research Chapter 2 Literature reviews Training needs assessment to employee’s performance Training commitment to employee’s performance Training contents and delivery approaches

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Training evaluation Employee’s performance The relationship between training and employee performance.
Chapter 3
Research methodology
Research process
Data collection method
Data analysis Chapter 4 Analysis data information Mention to important results from data analysis process
Chapter 5
Conclusions and recommend
Research discussions
Conclusions of current research
Recommendations for future research

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CHAPTER 2: LITERATURE REVIEW
Table 2-1 Chapter review CHAPTER REVIEW
The first section
:
Chapter introduction The second section : The meaning, purpose… of training needs assessment to employee’s performance.
The third section
:
The meaning, purpose, of training commitment to employee’s performance. The fourth section : The meaning, purpose,…. of training contents - And delivery to employee’s performance.
The fifth section
:
The meaning, purpose, of training evaluation to employee’s performance.
- Level 1: Reaction
- Level 2: learning
- Level 3: Behavior
- Lever 4: Results The sixth section : The definition,….of employee’s performance
The seventh section
:
The relationship between training and employee’s performance The eighth section : Chapter summary

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Training targets the removal of weak and negative aspects in organizational results and tends towards the improvement of traditional practices which are adding very little in approaching to the defined targets (Kathiravan, Devadason and Zakkeer, 2006). Training provides the ability of working in any sort of employee, even in non- professional and new employees; it pushes up the abilities of professionals to a higher stage from where they currently stand. From previous studies all relevant works concerning importance of training defines it not as a catalyst for employees performance improvement, but it fully involves with its different contents overcoming weaknesses in different areas of their working. The managers requested their employees for training because of performance problems arise in organizations as they expecting to see them to come back, a day or so later, and able to perform satisfactorily. However, the manager not aware of the purpose of training nor he was given tools to help in coaching the employees in applying what they had learned in training on the job. So, employees often questioned the value of the relevance of training they received as they returned to work environment that did not support a change, even though they wanted to make some changes in their behaviors and trying out new skills on their works. Research into training influence employee’s performance has generated much debate among previous academic researchers.
Recent studies mentioned that training is an essential element for sustainable competitive advantage and survival in the 21st century as it is the process of providing employees with specific skills or helping them to correct deficiencies in their performance (Poh, 2001). It can be defined as development of skills, specifies measurable objectives, and should result in observable change in behavior (Wagonhurst, 2002).

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Table 2-2 These are definition of training or meaning of training in the previous research and the book Elements Author
The training is a systematic process, which helps people to learn how to be more effective at work by modifying knowledge, skills or attitudes through learning experience to achieve effective performance
Buckley and Caple, 2000 Their employees for three main purposes: - To increase productivity or the performance of employees - To achieve organizational goals - To invest in employees to succeed in the unpredictable and turbulent business environment Belcourt, Wright and Saks, 2000
Training is essential not only to increase productivity but also to motivate and inspire workers by letting them know how important their jobs are and giving them all the information they need to perform those jobs
Anonymous, 1998 Training not only develops the capabilities of the employee but sharpen their thinking ability and creativity in order to take better decision in time and in more productive manner. Moreover it also enable employees to deal with the customer in an effective manner and respond to their complaints in timely manner David, 2006. Hollenbeck, Derue and Guzzo, 2004
Training refers to a planned intervention aimed at enhancing
Chiaburu

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the elements of individual job performance”
and Tekleab, 2005
Well trained employees become more confident in their tasks, which results in fewer mistakes, reduced rework and thus, higher productivity. This also able to reduce the cost associated with time, materials and support activities, improves employee satisfaction and enables for the company to be more competitive in the market.
The training is not only increasing the employee’s performance, but also helps the employees have the responsibility at their work. Due to, the training reduces errors, and improve the employee’s skill and safety work in the firm. Therefore, making the training plan and do the right training process will increase the benefit to both of the employees and employers as well. The employees feel confidence after training course, so that, they have more the responsibility at their work and increasing the employee’s performance. When the employee’s performance is creasing, the firm’s management cost is reducing; therefore, the firm’s competitive advantage is creasing.
The training is the link that connects the employees with the firm, create the new value for the firm also increase the firm’ performance in the market. It is all about improving the skills that seems to be necessary for the achievement of organizational goals.
Table 2-3 Components of training Based on the previous researchers, the training has some components, such as
Components
Author Training needs assessment Goldstein and Ford [22],

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Training commitment
Saiyadain [54];
Wagonhurst [62], Training contents Poon and Othman [49]
Training delivery approached
Poon and Othman [49] Training evaluation Kikpatrick [34] Goldstein[22]
2.1 TRAINING NEEDS ASSESSMENT (TNA) TO EMPLOYEE’S PERFORMANCE
TNA is also the process of collecting information about an expressed or implied organizational need that could be met by conducting training. The needed can be a performance that does not meet the current standard. It means that there is a prescribed or best way of doing a task and that variance from it is creating a problem. The TNA process helps the trainer and the person requesting training to specify the training need or performance deficiency. Assessments can be formal (using survey and interview techniques) or informal (asking some questions of those involved)1
The purpose of a TNA is to identify performance requirements and the knowledge, skills, and abilities needed by an agency's workforce to achieve the requirements. An effective TNA will help direct resources to areas of greatest demand. The assessment should address resources needed to fulfill organizational mission, improve productivity, and provide quality products and services. A needs assessment is the
1 Source: Jean Barbazette, 2006, Training Needs Assessment: Metods, Tools and Techniques

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process of identifying the "gap" between performance required and current performance. When a difference exists, it explores the causes and reasons for the gap and methods for closing or eliminating the gap. A complete needs assessment also considers the consequences for ignoring the gaps.
Table 2-4 Levels of a training needs assessment There are three levels of a training needs assessment 2
1
Organizational assessment
Evaluates the level of organizational performance. An assessment of this type will determine what skills, knowledge, and abilities an agency needs. It determines what is required to alleviate the problems and weaknesses of the agency as well as to enhance strengths and competencies, especially for Mission Critical Occupation's (MCO). Organizational assessment takes into consideration various additional factors, including changing demographics, political trends, technology, and the economy. 2 Occupational assessment Examines the skills, knowledge, and abilities required for affected occupational groups. Occupational assessment identifies how and which occupational discrepancies or gaps exist, potentially introduced by the new direction of an agency. It also examines new ways to do work that can eliminate the discrepancies or gaps
3
Individual assessment
Analyzes how well an individual employee is doing a job and determines the individual's capacity to do new or different work.
2 http://www.opm.gov/policy-data-oversight/training-and-development/planning- evaluating/

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Individual assessment provides information on which employees need training and what kind.
TNA develops a composite impression of the professional setting and includes inquiries regarding short and long term business strategies, the physical work environment, etc. Also known as training objectives or terms of reference, which need to be achieve after conducting the training program. However, conducting a systematic TNA is a crucial initial step to design a training program and can substantially influence the overall effectiveness of training programs (Goldstein and Ford, 2002; McGehee and Thayer, 1961; Sleezer, 1993; Zemke, 1994), which also affected the performance of employees (Wagonhurst, 2002).
According to Buckley and Caple (2000), there are five major benefits by having and stating TNA in the training, which are:
Table 2-5 Five major benefits by having and stating TNA in the training There are five major benefits by having and stating TNA in the training (Karvonen, 1992; Kuipers and Keizer, 1988)
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Prevention in teaching too much or too little, which too little training indicates inadequate training may not provide a stimulus for improvement, while overload training can lead to overtraining syndrome 2 Guidelines for the training course design and are the basis for producing enabling objectives and learning points
3
Clarification of what are the goals in the training for the reference to the trainers and for the trainees

8
4 Effectiveness of the training in terms of knowledge, skills and attitudes expected of the trainees, the minimum acceptable performance standards and the conditions under which the performance is measured
5
Validation of the training which providing the link between training needs and the training
In addition, a systematic need assessment can guide and serve as the basis for the design, development, delivery and evaluation of the training program; it can be used to specify a number of key features for the implementation and evaluation of training programs. The expectation of the training objectives to be achieve at the end of the program; the conditions under which the trainees able to demonstrate their learning and the standards that must be reached to confirm level of competence and understanding are another dimensions of TNA, which have been discussed by previous researchers (Bersin, 2006; Schneier, Guthrie and Olian, 1988; Buckley and Caple, 2000). Consequently, the presence and comprehensiveness of TNA should be related to the overall effectiveness of training because it provides the mechanism whereby the questions central to successful training programs can be answered (Quah, 1976). So, in the design and development of the training programs, systematic attempts to assess the training needs of the organization, identify the job requirements to be trained and identify who needs training and the kind if training to be delivered should result in more effective training (Wagonhurst, 2002).

9
2.2 TRAINING COMMITMENT TO EMPLOYEE’S PERFORMANCE.
According to Saiyadain (1994); Poon and Othman (2000): Human Resources Development Fund (HRDF), which required companies to contribute an amount equivalent to a certain percentage of their payroll to a fund and then claim back a part of the cost of training from this fund; and providing higher education to those who not qualified to get it through the traditional route as high turnover forced many companies to spend more on training because more new recruits had to be trained.
So, in order to determine how committed HCM organizations towards the training on their executives, is by looking at the proportion of the total payroll it spends on the activity and also demonstrated by its financial commitment during financially difficult times (Poon and Othman, 2000). The employees able to obtain input by learned and shared from other participants’ experiences in most training programs (David, Scott, Nancy and Michelle, 2005; Wagel, 1977; Jenks, Carter and Jenks, 2007).
In addition, most of training programs are not a ‘one – shot’ affairs but it follow – up based on experience from previous training program and also the continuity after the previous program succeed (Saiyadain, 1994; Saiyadain and Juhary, 1995; Hamid, Mohd. Salleh, Muhammad and Ismail, 1987).
For many managers, training is an expense center that rewards their subordinates for good work or passes problem managers to trainers for the duration of training; and some send their employees to make up the quota, so training has becomes statistics and does not have much value added (Saiyadain and Juhary, 1995).
The investment in human capital can occur via formal training in a structured environment or can be informal, on – the – job training. Training programs can be

10
expensive to design and implement, so it is one of the reason why most of small organizations may hesitate to do training (O’Connor, Bronner and Delaney, 1996).
However, if managers are going to invest time and money in training, it would be best spent in training in conflict resolution skills, which develop good goal setting skills and planning skills (Hartenian, 2003). The organizations should give serious attention in designing and evaluating training programs in striving to meet demands from the management for the profit contributions and participants who want programs that able to produce results and give benefit not only to the participants but also to the organizations. This effort will be in line with organizations development as an industrialized nation and to support HRD strategies.
2.3 TRAINING CONTENTS AND DELIVERY APPROACHES TO EMPLOYEE’S PERFORMANCE.
A product of the TNA is the specification of the training objectives that, in turn, identifies or specifies the skills and tasks to be trained. For a specific task or training contents, a giving training delivery approaches may be more effective than others because all training delivery approaches are capable and intended to communicate specific skills, knowledge, attitudinal or task information to trainees, so different training delivery approaches can be selected in order to deliver different training contents. According to Wexley and Latham (2002), the need to consider skill and tasks characteristics in determining the most effective training delivery approaches should be highlighted. So, training contents and delivery approaches can be elaborated as follows.

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2.3.1 Contents description to employee’s performance
There are some training contents from the previous research and the lecturer
Employee training programs largely fall into two broad categories:
Homa Bahrami, a lecturer in management at The University of California-Berkeley’s Haas School of Business3
1. More “intangible” workshops on leadership, team effectiveness and diversity
2. Product, sales, and technical training, which teach specific skills
A number of typologies have been offered for categorizing skills and tasks which can be categorized into two broad categories are crucial in designing training programs
(Poon and Othman, 2000)
1. People skills
2. Technical skills
Many organizations fail because their employees not trained well enough in skills that truly matter in the age of information. However, people skills are typically hard to observe; quantify and measure as much as it needed for everyday life and in work because its have to do with how people relate to each other: communicating, listening, engaging in dialogue, giving feedback, cooperating as team member, solving problems and resolving conflicts (Goldstein, 1974; Coates, 2004). A training program has to be developed to meet the individual needs of the athlete and take into
3 http://fortune.com/2011/05/27/company-training-programs-what-are-they-really- worth/

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consideration many factors: gender, age, strengths, weaknesses, objectives, training facilities etc. Training programs not only develops employees but also help an organization to make best use of their humane resources in favor of gaining competitive advantage. Therefore, it seems mandatory by the firm to plan for, such a training programs for its employees to enhance their abilities and competencies that are needed at the workplace (Jie and Roger, 2005). According to, Menguin, 2007, these are four benefit to the trainee.
The benefits of people skills training (Menguin, 2007) 1 Providing a platform to showcase technical skills;
2
Helping in the fast lane 3 Bring out the leadership qualities
4
Helping personal growth
To provide the desired motivation and accountability, it is a good idea to assess people skills in advance of the training programs by employing executives who able to coach their supervisors and subordinates in ensuring frequent feedback, encouragement and reinforcement. So, organizations can achieve the desired return on a considerable investment in people skills training.
Organizations should acknowledge that their employees have the latest technical skills training, which are designed and offered by organizations in updating their existing skills and acquiring new technologies that will best suit with organization’s technical training needs, goals and budgets. Employees need to learn specific skills for assessing a comprehensive new hiring training programs and able to perform specific job tasks.

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Positive effects of technical skills training have been evaluated in several studies: Elements Author
Technical skills training leads to the performing of more skills on the organizations
(Scherpbier, 1997) Higher scores on written skills test (Remmen, Scherpbier, Van Der Vleuten, Denekens, Derese, Hermann, Hoogenboom, Kramer, Van Rossum, Van Royen and Bossaert, 2001)
Improved employees performance
(Bradley and Bligh, 1999) The technical skills training played by tutor or trainer projected a positive Attitude towards the method of role playing, which achieved better results in employee’s commitment and performance (Nikendei, Zeuch, Dieckmann, Roth, Schafer, Volkl, Schellberg, Herzog and Junger, 2005).
2.3.2 Delivery approaches to employee’s performance
Organizations conducted training programs used one or more types of the approaches for delivering training objectives and developing their management employees. Teams have become increasingly popular in organizations of all sizes and industries because most of managers believe that teams often provide better outcome such as

14
improving productivity, enhancing creativity, reducing response times and improving decision making (Lawler, 1988; Hartenian, 2003), rather than individuals.
Table 2-6 Delivery approaches to employee’s performance No. Elements Definition Author
1.
Team training to employee’s performance
Team training is one of delivery approach of training by which people learn how to work effectively in problem – solving groups, where direct observation and feedback is needed in the process of training
Rasmussen, 1982; Forbush and Morgan, 2004 2. Mentoring to employee’s performance Mentors are the person who have more firm – specific of knowledge, skills and abilities (KSAs) in problem solving, conflict resolution, communication, goal setting and planning Hartenian, 2003
3.
On – the – job training (OJT) to employee’s performance
It takes place at normal workplace and makes the job itself part of the instruction given and a means of acquiring practical skills
Bas, 1989; Tews and Tracet, 2008 4. E – Learning to employee’s performance E-learning refers to the use of ICTs to enhance and support teaching and learning processes by using Sife, Lwonga and Sanga, 2007; Candice, Sandra

15
electronic technologies, which includes a wide variety of learning strategies and ICTs applications for exchanging information and gaining knowledge and John, 1998
5.
Role Playing or Simulation to employee’s performance
Role play is generally characterized as a method to approximate `real life' experiences in certain settings, yet the results can be disappointing due to lack of knowledge and understanding of the techniques involved
Krysia, 1997 6. Seminars to employee’s performance Seminars is the function of bringing together a small group of people for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate Webster’s dictionary, 1992
7.
Field Trip or Tour to employee’s performance
Field Trip or Tour is usually observation for training and non – experimental research in order to provide employees with experiences outside of their everyday activities,
Kaushik, 1996

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which with the aim to observe its natural state and possibly collect samples in purpose of work tasks
2.3.2.1 Team training to employee’s performance
Team training is one of delivery approach of training by which people learn how to work effectively in problem – solving groups, where direct observation and feedback is needed in the process of training (Rasmussen, 1982; Forbush and Morgan, 2004). Most of the organizations need ongoing, real time training which constantly raises the bar for performance standards for individuals, teams and the organization as a whole, where the real time training learn from the successes and failures of current practices (Roberts, 1997). Robert (1997) also explained that team training possesses and shares more knowledge than any group of individuals and keeps up to date with rapid changes in order to survive in the global competition of today – much less tomorrow.
2.3.2.2 Mentoring to employee’s performance
Mentoring is another delivery approach of training, which mentors are the person who have more firm – specific of knowledge, skills and abilities (KSAs) in problem solving, conflict resolution, communication, goal setting and planning
(Hartenian, 2003). Traditionally, mentoring meant helping others learn business – related lessons quickly with less risk and also based on chemistry between two people who had a lot in common. However, nowadays mentoring involves everything that is done to support career advancement and professional development in order to maximize learning and development (Keller, 2008; Miller, Devaney, Kelly and

17
Kuehn, 2008). So, the goal of mentoring is the exchange of knowledge (Chase, 1998) so that the mentee is better socialize and becomes better prepared to take on important duties in the organizations (Hartenian, 2003), able to help provide a vision to the mentee, improve the commitment to work, and to motivate the mentee to become a mentor (Burgess, 2007; Haynor, 1994; Smith, McAllister and Crawford, 2001). It also showed professional growth with the higher levels of achievement at work as well as a personal satisfaction (Burgess, 2007; Smith et al., 2001). Mentoring relationships have been proved with many positive outcomes, including improved socialization (Ostroff and Kozlowski, 1993), promotions (Dreher and Ash, 1990), reduced turnover intentions (Viator and Scandurs, 1991), and career satisfaction (Fagenson, 1989).
In addition, mentoring activities have great value for building an organization with a strong culture that keeps it competitive in the battle for talent and lays the foundation for addressing the succession issues that many organizations face (Keller, 2008).
2.3.2.3 On – the – job training (OJT) to employee’s performance
On – the – job training (OJT) is another delivery approach of training, which takes place at normal workplace and makes the job itself part of the instruction given and a means of acquiring practical skills (Bas, 1989; Tews and Tracet, 2008). However, there is some argument about formal classroom training produced individuals who are only able to perform crude and forced imitations of target behaviors (Georges, 1996; Zeytinoglu, Cooke, Harry and Chowman, 2008), which it is questionable that whether they have fully develop interpersonal skill proficiency during the formal training and whether they successfully apply or transfer these skills on the job (Burnaska, 1976; Russell, Wexley and Hunter, 1984; and Georges, 1996).

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There are also a number of workplace and individual factors that influence, whether directly or indirectly, an employer’s tendency to provide on – the – job training. Based on previous research, workers in low – paid jobs have less opportunity for on – the – job training as compared to workers in higher – paid jobs (Isik, Gordon, Karlene and James, 2008). Consistent with Lin and Tremblay (2003) research showed that workers who are higher educated are more likely to receive on – the – job training.
So, job skills training and skills upgrading is an integral part of maintaining the organizations’ competitive employability profile (OECD, 2006a; Statistics Canada,
1997).
Technological advances offer new paradigms for training nowadays as multimedia tools, which have strengthened the distance learning and e – learning approaches.
2.3.2.4 E – Learning to employee’s performance
E-learning refers to the use of ICTs to enhance and support teaching and learning processes by using electronic technologies, which includes a wide variety of learning strategies and ICTs applications for exchanging information and gaining knowledge (Sife, Lwonga and Sanga, 2007; Candice, Sandra and John, 1998). It also meant that everyone with a computer and an internet access can access to the e – learning program, its course material, its academic and non – academic staff and attain high quality knowledge and degrees in his convenient time and location (Safavi, 2008). There are several benefits of e – learning, such as: it is usually less expensive to deliver; self – paced, which courses can be taken when necessary; it provides consistent contents; it works from anywhere and anytime; it can be updated easily and quickly; it can be easily managed for large groups of people; helping organizations to

19
increase employees performance (Cantoni, Cellario and Ports, 2004). So, e – learning provides a comprehensive employee performance management tool, where it ensure that employee performance able to translate into organizational performance.
However, Cantoni et al (2004) also discussed disadvantages and risks of e – learning, such as: it may costly to develop initially; it requires new skills in content of producers; requires more responsibility and self – discipline for learner to keep up with more free and unconstrained learning process and schedule.
2.3.2.5 Role Playing or Simulation to employee’s performance
Role Playing or Simulation techniques are used as important tools in many contexts and disciplines, including research, psychotherapy, organizational change and training. Role play is generally characterized as a method to approximate `real life' experiences in certain settings, yet the results can be disappointing due to lack of knowledge and understanding of the techniques involved (Krysia, 1997). Most of training programs have come into contact with some form of role play, which it is evident that role play is commonly and widely used, for example as part of a training program and in order to assess the effects of a training program (Greenberg and Eskew, 1993; Swink, 1993; Swink and Buchanan, 1983; Hicks and Klimoski, 1987) and to increase problem solving skills (Swink, 1993; Armstrong, 2000). Role playing may also refer to role training where employees rehearse situations in preparation for a future performance and to improve their abilities within a role such as in occupational training role plays, educational role play exercises, and certain military war games (Blatner, 1995; Rilstone, 1994).

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2.3.2.6 Seminars to employee’s performance
Seminars is the function of bringing together a small group of people for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate (Webster’s dictionary, 1992). The idea behind the seminar system is to familiarize employees more extensively with their work tasks and also to allow them to interact with the practical problems that always crop up during handling the work tasks (Holladay and Quinones, 2003). It is also an essential place where assigned works are discussed, questions can be raised and debates conducted, which it is relatively informal (Ford and Weissbein, 1997). Besides that, seminars explore effective employee goal – setting techniques and performance feedback from employees in order to support organization’s long – term plans (Ron and Willett, 2008).
2.3.2.7 Field Trip or Tour to employee’s performance
Field Trip or Tour is usually observation for training and non – experimental research in order to provide employees with experiences outside of their everyday activities, which with the aim to observe its natural state and possibly collect samples in purpose of work tasks (Kaushik, 1996). In truth, organizations seldom use outdoor activities including field trip as an integral part of the training because of three main reasons (Mirka, 1970; Fido and Gayford, 1982; McKenzie, Uigard and Lisowski, 1986):
- Logistics limitations exist in the organizational system such as organizational difficulties, cost factors, security concerns and the lack of time
- Lack of adequate materials of training

21
- Organizations and trainers are unfamiliar with the outdoor as training environment. So, organizations should implement field trip because it able to increase motivation, performance and abilities of employees so that they clearly understand their duties (Kaushik, 1996).
2.4 TRAINING EVALUATION TO EMPLOYESS’S PERFORMANCE
The choice of evaluation criteria is a primary decision that must be made when evaluating the effectiveness of training. However, training evaluation is a difficult and complex task (Arthur and Bennett, 2003; Easterby – Smith, 1986) but the most important activity in the training process because it is the final logical stage; and organizations should assess their training efforts systematically. The main objective of training evaluation is to prove that the training has actually taught what was intended and to improve the course contents for future use (Goldstein, 1993; Tannenbaum and Woods, 1992). Although newer approaches to training evaluation have been proposed by Day, Arthur and Gettman (2001); Kraiger, Ford and Salas (1993), but Donald Kirkpatrick’s (1967, 1994) four level model of training evaluation continues to be the most popular (Winfrey, 1999; Salas and Canon – Bowers, 2001; Van Buren and Erskine, 2002). Based on Donald Kirkpatrick has developed a very popular evaluation model that has been used since the late 1950s by the training community. The focus is on measuring four kinds of outcomes that should result from a highly effective training program. Kirkpatrick’s model includes four levels or steps of outcome evaluation:
Table 2-7 Training Evaluation to employee’s performance No. Elements Definition Author

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1.
Level 1: Evaluation — Reaction
This level can be defined by asking the employees how they liked and felt about the training, which reactions are emotionally based on opinion
Donald Kirkpartick
2. Level 2: Evaluation— Learning Learning evaluation is the measurement of the increase in knowledge - before and after.
3.
Level 3: Evaluation— Behavior
Behaviors evaluation is the extent of applied learning back on the job - implementation. 4. Level 4: Evaluation – Results Results evaluation is the effect on the business or environment by the trainee.
2.4.1.1 Level 1: Evaluation—Reaction,
Reaction evaluation is how the delegates felt about the training or learning experience. This level can be defined by asking the employees how they liked and felt about the training, which reactions are emotionally based on opinion. Every training program should at least be evaluated at this level in order to provide for the improvement of a training program, where the knowledge and skills contents as expressed in the training objectives. Also evaluate the training methods used and trainer who delivered it; the general learning conditions and environment; and the degree to attitudinal objectives of training programs have been achieved.

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2.4.1.2 Level 2: Evaluation—Learning
Learning evaluation is the measurement of the increase in knowledge - before and after. The evaluation beyond the trainee satisfaction and attempts to assess the extent trainees have advanced in skills, knowledge, or attitude. Methods range from formal to informal testing to team assessment and self-assessment (Kraiger et. al., 1993). Some of participants take the test or assessment before the training (pre – test) and after training (posttest) in order to determine the amount of learning that has occurred.
2.4.1.3 Level 3 Evaluation—Behavior
Behaviors evaluation is the extent of applied learning back on the job - implementation. Evaluating at this level attempts to answer the question – How effective knowledge, skills and attitudes acquired through training transferred to workplace?
There are several strategies for ensuring training transfer, such as: link training objectives to the strategic goals of the organization; maximize similarity between training content and work environment; have supervisors encourage employees to use acquired skills; ensure supervisors are accountable for reinforcing training transfer; select trainees who are already committed to training transfer; and develop re – entry plans for trainees. It is application to the work tasks that defines training success (Alliger, Tannenbaum and Bennett, 1995).
2.4.1.4 Level 4: Evaluation – Results
Results evaluation is the effect on the business or environment by the trainee. Evaluating in this level indicates the success of the program in terms that managers and executives can understand -increased production, improved quality, decreased

24
costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment (Brogden and Taylor, 1950; Tannenbaum, 1996).
Also indicates the internal processes as an indicator of organization health and ultimate effectiveness e.g. staffs attitudes and morale, turnover, quality and transfer request (Shelton and Alliger, 1993; Tannenbaum and Woods, 1992).
Evaluation is never absolute truth as it is an attempt to provide credible evidence, which can be useful to people in making decisions. So, most of companies unable to conduct a systematic training evaluation with using only rating sheets completed by trainees at the end of a training program (Loo, 1991; Saari, Johnson, McLaughlin and Zimmerie, 1998) because some of the organizations not understand the importance of evaluating the training programs; some may be incapable of evaluating; the awareness among trainees in giving negative feedback as for fear of what the company may find; and hard to express cogent criticisms (Saiyadain, 1994).
2.5 EMPLOYEE’S PERFORMANCE
Many other research works on productivity of worker highlighted the fact that employees who are satisfied with their job will have higher job performance, and thus supreme job retention, than those who are not happy with their jobs.
There are some definition of employee’s performance from the previous researches and author Table 2-8 Some definitions of employee’s performance
Element
Author Employee performance is higher in happy and satisfied workers and the management easy to motivate high performers Kinicki and Kreitner, 2007

25
to attain firm targets.
An organization that gives worth to knowledge as a source of gaining competitive edge than competitors, should build up system that ensure constant learning, and on the effective way of doing so is training
Leonard-Barton, 1992 Well-trained workforce is more capable of achieving performance targets and gaining competitive advantage in the market Pfeffer,1994
Training is determined as the process of enabling employee to complete the task with greater efficiency, thus considered to be vital element of managing the human resource
performance strategically
Lawler, 1993
Delaney and Huselid, 1996 Employee performance, achieved through training, refers to immediate improvements in the knowledge, skills and abilities to carry out job related work, and hence achieve more employee commitment towards the organizational goals Huselid, 1995; Ichniowski et al., 1997
Training should leads to the culture of enhancing learning, to raise employee performance and ultimately higher return on investment (in training) for the firm.
Kamoche and Mueller (1998)
Employee’s performance is important for the company to make every effort to help low performers. The rating is to summarize the employee performance. This can be beneficial for looking at and comparing performance over time or among various employees. Organizations need to know who their best performers are at the end of

26
the cycle is rewarding stage. This stage is designed to reward and recognize outstanding behavior such as that which is better than expected.
To earn commitment, top management must offer a workplace with effective performance feedback and opportunities for participation so committed employees are less likely to leave for another job and are more likely to perform at higher levels (Stup, 2006).
2.6 THE RELATIONSHIP BETWEEN TRAINING AND EMPLOYEE’S PERFORMANCE
Most of the previous studies provide the evidence that there is a strong positive relationship between human resource management practices and organizational performance. (Purcell et al., 2003). According to Guest (1997) mentioned in his research that training and development programs , as one of the vital human resource management practice, positively affects the quality of the workers knowledge, skills and capability and thus results in higher employee performance on job. This relation ultimately contributes to supreme organizational performance.
Learning through training influence the organizational performance by greater employee performance, and is said to be a key factor in the achievement of corporate goals
Harrison ,2000 Implementing training programs as a solution to covering performance issues such as filling the gap between the standard and the actual performance is an effective way of improving employee performance Swart et al., (2005)
The bridging the performance gap refers to implementing a
Swart et al., (2005)

27
relevant training intervention for the sake of developing particular skills and abilities of the workers and enhancing employee performance. The employee superior performance occurs only because of good quality training program that leads to employee motivation and their needs fulfillment. Employee competencies changes through effective training programs. It not only improves the overall performance of the employees to effectively perform the current job but also enhance the knowledge, skills an attitude of the workers necessary for the future job, thus contributing to superior organizational performance Wright and Geroy (2001),
The reports that there is a positive correlation between effective training program and employee productivity, however to make it possible
Bartel (1994), It is the responsibility of the managers to identify the factors that hinders training program effectiveness and should take necessary measures to neutralize their effect on employee performance. (Swart et al., 2005),
Based previous research and theoretical framework is proposed for this research which promotes a systematic view of training by exploring its influence towards employees work performance. Figure 2.1 illustrates the conceptual framework for the influence of training on employees work performance.

28
Figure 2.1 Theoretical framework for “the Influence of training on employee’s performance
2.7 SUMMARY
An effective training program cannot be analyzed and studied as phenomenon unto itself. As with any systematic process, an effective training program is driven by several factors, including training commitment of employees which reflects to commitment of organizations in preparing training; comprehensive needs assessment in resolving organizational problems; employing appropriate training contents and delivery approaches; and training evaluation handed out at the end of training programs, which influence the transfer of skills from training environment to work environment (Lerman, et. al., 1999; Wagonhurst, 2002).
This chapter reviewed the literature related to the major components of this research research. The literature clearly suggests that there is a connection between training dimensions with employee’s performance, which deserves a more in – depth
EMPLOYEES’ PERFORMANCE
TRAINING NEED ASSESSMENT
TRAINING COMMITMENT
TRAINING CONTENTS
TRAINING DELIVERY APPROACHES
TRAINING EVALUTION

29
understanding by developing hypothesis based on research questions and looking at research methodology in the next chapter.

CHAPTER 3: RESEARCH METHODOLOGY
This chapter discusses and validates the choice of methodology used in the thesis, which has guided us in how we should approach the subject, as well as how we should collect and process the required information. It includes the theoretical framework, research approach, measurement design, data collection, pilot & question revised and sampling method.
Table 3-1 Chapter review Chapter review
The first section
:
Chapter introduction The second section : Development of hypothesis
The third section
:
Research method:
- Sample collection
- Date collection procedure The fourth section : Research design: - Independent variables - Dependent variables
The fifth section
:
Pilot research
- Frist draft
- Frist draft questionnaires The sixth section : Data analysis techniques - Descriptive statistics - Reliability analysis

31
- Exploratory factor analysis (EFA) - Correlation analysis - Regression analysis
The seventh section
:
Summary
3.1 DEVELOPPMENT OF HYPOTHESIS
According to Wagonhurst (2002), in order to survive in competitive market, an effective training not only promotes productivity, it can also foster personnel and professional development and promote employee morale, as training is a systematic process which helps people to learn how to be more effective at work (Lam and Kong, 1992). The hypothesis examines the essential purpose of training needs assessment in order to determine how knowledge, skills and abilities influence employees to commit in organization; and what are necessary for employees to perform effectively in their jobs. According to Goldstein (1993), training needs assessment is an effort to analyze and diagnose the person, task and organization to determine whether or not training is required. However, this essential function is recommended but often not carried out (Schneier, et. al., 1988),
- Ho1: training needs assessment significantly influences on employee performance in companies in HCMC.
In addition to assessing the direct influences of training towards employee’s performance by looking at training contents and delivery approaches in delivering training knowledge, skills and abilities to employees. According to Poon and Othman (2000), there are choices of training contents either based on people skills or technical skills in designing training program. There are also one or more types of the approaches for delivering training objectives (Poon and Othman, 2000). However, it

32
is often difficult to produce a clear linkage between training contents and delivery approaches with the job tasks, especially in management training (Lam and Kong, 1992).
The second hypothesis asserts that training commitment will have a more favorable influence on employee’s performance.
- Ho2: training commitment significantly influences on employee performance in companies in HCMC.
According to Saiyadain (1994), most training programs are offered to fulfill the expectation of the employee’s needs because most of the training programs are practical and relate to the actual problems arise in the work environment, so the employees able to test out the techniques which they have learned from the training programs in their work tasks.
The third hypothesis asserts that training contents and delivery approaches influence employee’s work commitment and performance.
- Ho3: training contents and delivery approaches significantly influences on employee performance in companies in HCMC.
Training evaluation is the final logical stage in helping to improve the quality of feedback to trainers and hence the quality of training services; increase the trainers’ professional skills and the effectiveness of the training department; and to improve relationships in the organization (Lam and Kong, 1992; Goldstein, 1993). However, it is a difficult and complex task but the most integral part of the cycle of training process (Esterby - Smith, 1986). For training evaluation to be valuable, training criteria must be meaningful to decision makers and must be able to be collected within typical organizational constraints (Tannenbaum and Woods, 1992).

33
The fourth hypothesis examines training evaluation has favorable influence on employee’s work commitment and performance
- Ho4: training evaluation significantly influences on employee performance in companies in HCMC.
In addition to this research, we also examine whether training commitment; training needs assessment; training contents and delivery approaches; and training evaluation have more favorable influence on employee’s performance.
3.2 RESEARCH METHOD
There are two different methods to use when doing a scientific research, qualitative and quantitative. The main difference between the two methods is that the data in a quantitative method usually consist of a large amount of numbers, whereas qualitative data is expressed in words (Bryman & Bell, 2007; Jacobsen, 2002).
Table 3-2 The qualitative and quantitative research Element Definition Author
The qualitative method
Involves the gathering of a lot of information from few examination units through interviews and observations
Halverson, (1992). The quantitative method Entails that the researcher collects little information from many investigation units through, for instance questionnaires
For this research we have chosen to use a quantitative research method. The reason for choosing a quantitative method for this research is that we wanted to gather a lot

34
of data. We used questionnaires that we gave people are working in private company, joint venture company, government company, foreigner company, and public sectors in HCMC. Through quantitative method, data was analyzed and interpreted. Specifically, after all data was available, data was consolidated and arranged in meaningful way by using descriptive statistic. After that, exploratory analysis and inferential analysis were employed to get deeper analysis and interpretation.
And Figure 3.1 illustrates the chart research.
Figure 3-1 The chart research
FRIST
The qualitative method
DISCUSS FACE TO FACE
N = 20
SECOND
The quantitative method
QUESTIONNAIRE
N = 285
ANALYSIS
Software SPSS
RESULT

35
3.2.1 Sample collection
Sample: The criterion is that the respondents’ people are working in private company, Joint Venture Company, Government Company, Foreigner Company, and public sectors in HCMC.
Sampling method: Selection of the sampling method to use in a research depends on a number of related theoretical and practical issues. With this research, the non- probability sampling method will be applied, more specific, because of limit in budget, time and human resources; convenient sampling method is used in this research. This method based on the convenient and eases to approach the objects, where the investigators are more likely to meet the objects.
Sample size: The formula to calculate the minimum of sample size is
N >=5*x
(with N is the minimum sample size and x is the total variable).
It means that we need 5 observations for 1 variable and the sample size should be not less than 100. In fact, we have 47 items so we need 30*5= 235 feedback survey; however we expect to get 300 answer sheets in order to accept margin of error approximately 5.6% based on Pamela Hunter (2010)4
Sample size and Margin of error 5
With a sample size of
100
200
300
Margin of error would be
9.78%
6.89%
5.62%
4 https://onlinecourses.science.psu.edu/stat100/node/17, http://www.isixsigma.com/tools-templates/sampling-data/margin-error-and- confidence-levels-made-simple/
5 http://www.raosoft.com/samplesize.html

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Moreover, Comfrey and Lee (1992) recommended that “the adequacy of sample size might be evaluated very roughly on the following scale: 50 – very poor; 100 – poor; 200 – fair; 300 – good”.
Because of the requirement of lower margin of error for a large sample size and the recommendation of Comfrey and Lee, in this research, the size of 300 for sample is considered suitable. Therefore, we delivered 350 questionnaires and we would like to receive 300 answers.
3.2.2 Data collection procedure
The data will be gathered from secondary data and primary data:
 The secondary data, secondary research makes use of information previously researched for other purposes and publicly available. Additionally, other information has been gathered from various types like report from Internet, news from article
 The primary data has been collected by quantitative. The survey through questionnaires will be applied people for are working in private company, joint venture company, government company, foreigner company, and public sectors in HCMC because we want to gather a lot of data. It is necessary to justify the impact of training to employee’s performance. Table 3-3 Data Collection Procedure Questionnaire distribution for people are working in private company, Joint Venture Company, Government Company, Foreigner Company, and public sectors in HCMC Element Target respondent: people are working in private company,

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Joint Venture Company, Government Company, Foreigner Company, and public sectors in HCMC Sampling method
Convenient sampling Sample size 300 Approach
Questionnaires are delivered through email, face to face Duration 1 month (16th July – 16th August, 2014) Location
HCMC (see also Appendix 3)
Questionnaire (see also Appendix 1: Questionnaire) was the instrument form of data collection used in this research, where the distribution was through mail, electronic mail (e – mail) and by hand. Distribution through mail was done by sending the questionnaires to the organizations’ human resource department (HRD) located throughout HCMC, which were selected randomly from my company’s customers in HCMC. The distribution through e – mail was done by sending the soft copy of questionnaire to all recipients who were selected. The respondents replied back the results through e – mail and also by sending it to the given address in the questionnaire.
The constructs are measured using five point Likert-type scales with anchors 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree and 5 = strongly agree. The constructs are measured using five point Likert-type scales with anchors 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree and 5 = strongly agree. The recipients were asked to read each statement carefully in fine parts of the questionnaire and indicate their agreement or disagreement with the statements using Likert’s scales:

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- Part 1: represents training commitment, the firm provides the high education to their employees via training program.
- Part 2: represents training needs assessment in resolving organizational problems.
- Part 3: represents respondents’ perceptions on training contents and
- Part 4: delivering approaches used in training programs attended.
- Part 5: represents respondents’ evaluation towards training programs, whether it reached its objectives and organizational goals
- Part 6: Employee’s performance after attending the training programs/ training course.
3.3 RESEARCH DESIGN
Variable measurements and questionnaire design, there are four independent variables and one dependent variable in this research.
Table 3-4 Independent and dependent variables Independent and Dependent variables
The first
Training needs assessment to employee’s performance The second Training commitment to employee’s performance
The third
Training contents to employee’s performance Delivery approaches to employee’s performance
The fourth
Training evaluation to employee’s performance Dependent Variables
The first (only)
Employee’s performance

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3.3.1 Independent Variables
This measure is based on four major dimensions developed by previous researchers, which are training needs assessment; training commitment; training contents and delivery approaches; and training evaluation being those main constructs in measuring the employee’s performance are identified as the independent variables in the research.
The first is training needs assessment is identified as the first independent variable for this research. If employees not knowing what they actually want when they need to go for training then they not able to understand it, so training needs assessment able to help and develop initiatives in order to resolve any problems faced by employees in organization (Schneier, et. al., 1988). This variable consists of 8 items, which sample items included “The employees need to get more knowledge after training”; the employees need to great the specialized skills after training. Responses to these items were measured on a 5 – point Likert scale from 1 = “strongly disagree” to 5 = “strongly agree”.
Table 3-5 Measure of training needs assessment to employee’s performance FACTOR VARIABLES AUTHOR A: Training Need Assessment The employees need to be learn, due to, the training programs content the effective objectives Goldstein & Ford [22] Buckly & Capple [15]
The employees need to be learn, due to, training goal as the basis for the measurement of my job performance
The employees need to learn, due to, training goals

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are appropriated training, always be associated with the training needs and training
The employees need to learn because the training goals are specific objectives, that help the trainer and training understand exactly the training programs
The employees need to learn, due to, they need to get more knowledge after training
The employees need to learn, due to, they need to great the specialized skills after training
The employees need to learn, due to, they need to great the problem-solving skills after training
The employees need to know, due to, I need to great the communication skills after training
The second is training commitment is identified as the second independent variable for this research. Training commitment should comprise an effective training which able to meet the needs of the organization and able to achieve the organizational specific goals (Wagonhurst, 2002). This variable consists of 6 items, which sample items included “most training programs able to fulfill my expectation of needs”; “most training programs are practical and do relate to the actual problems at work”; and “in most training programs, I learn from each other’s experiences”. Responses to

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these items were measured on a 5 – point Likert scale from 1 = “strongly disagree” to 5 = “strongly agree”. Table 3-6 Measure of training commitment assessment to employee’s performance
FACTOR VARIABLES AUTHOR B: Training Commitment Training commitment, due to, the training programs are offered to fulfill the expectation of the employee’s needed Saiyadain [54] Wagonhurdt [62] Hartenian [26]
Training commitment, due to, the training programs match with the employee’s actually work
Training commitment, due to, based on the training programs, the employees can learn and share their experiences with other participants' in the firm
Training commitment, due to, it seems that the trainees are the importance of the firm
Training commitment, due to, training programs are done based on the experience of training programs earlier.
Training commitment, due to, training

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programs are opened in continuing
The third independent variable, there are two dimensions which are training contents and training delivery approaches. According to Poon and Othman (2000), it is difficult in designing training programs as training contents have to focus either on people skills or technical skills. This first dimension consists of 8 items of training contents, which need to classify into either people skills or technical skills. Sample items included “providing a platform to showcase technical skills” (employee development); “helping personal growth” (interpersonal and self – management); and “planning and goal setting” (decision making and project management). Responses to these items were measured on a 5 – point Likert scale from 1 = “strongly disagree” to 5 = “strongly agree”.
Table 3-7 Measure of training contents to employee’s performance
FACTOR VARIABLES AUTHOR C: Training Contents Training contents provide the background knowledge, and I can do the job in my specific skills. Poon & Otheman [49] Goldstein [22] I can instruct other colleagues about the training contents after training course. I can support the colleagues to development themselves based on the training contents after training

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Training contents help me to increase my skills to approach the new technology. I can get the best information form the training contents to advice on their managers after training course Based on the training contents, I appreciate the training programs to build up the suited training policies of the firm. Training contents help me to improve the schedule working in better. Training contents help me to make the schedule working in better.
The second dimension mentioned the approaches in adding variety and delivering training objectives in order to make it more interesting, enjoyable and effective (Poon and Othman, 2000). This dimension consist 8 items, are on – the – job training; role playing; team training; technology advances or e – learning; mentoring; and visit or tour. Responses to these items were measured on a 5 – point Likert scale from 1 = “strongly disagree” to 5 = “strongly agree”.
Table 3-8 Measure of training delivery approaches to employee’s performance
FACTOR VARIABLES AUTHOR

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D: Delivery Approaches Direct training: direct instructions, direct mentoring, job training, Poon & Otheman [49]
Role play is generally characterized as a method to approximate `real life' experiences in certain settings, yet the results can be disappointing due to lack of knowledge and understanding of the techniques involved
Team training is one of delivery approach of training by which the employees learn how to work effectively in problem – solving groups, where direct observation and feedback is needed in the process of training
E – Learning refers to the use of ICTs (Information and communication Technology)to enhance and support teaching and learning processes by using electronic technologies, which includes a wide variety of learning strategies and ICTs applications for exchanging information and gaining knowledge
Mentoring is a delivery approach of training which mentors are the person who have more firm – specific of knowledge, skills and abilities (KSAs) in problem solving, conflict resolution, communication, goal setting and planning.

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Seminars is the function of bringing together a small group of people for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate
Field Trip or Tour is usually observation for training and non - experimental research in order to provide employees with experiences outside of their everyday activities, which with the aim to observe its natural state and possibly collect samples
The fourth is training evaluation is identified as the fourth independent variable for this research. Training must be evaluated at the end of the program in order to prove that the training has actually taught and to improve the training contents for future use
(Bramley, 1991). There are some items in this dimension, which sample items included
- “able to evaluate about the structure or content of the training and the methods employed”
- “able to measure performance of knowledge, skills and attitudes against criteria which were set during training and immediate post training period”
- And “able to establish clearly and specifically the training objective as training has changed the job behavior and performance”.

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Responses to these items were measured on a 5 – point Likert scale from 1 = “strongly disagree” to 5 = “strongly agree”.
Table 3-8 Measure of training evaluation to employee’s performance
FACTOR VARIABLES
AUTHOR
E: Training evaluation Training evaluation, based on the structured training programs
Karkpatrick [34] Goldsteun [22]
Training evaluation, based on the training programs contents
Training evaluation, based on the training programs delivery approaches
Training evaluation, having the employee’s feedback (the trainer's feedback)
Training evaluation, focusing to solve the mistakes during the succession in the training program
Training evaluation, providing specific training objectives, since, training effective the employee’s performance
Training evaluation, choose the trained employee’s in the target group to participate in advanced training
Training evaluation, analyzing the external resources, such as new technologies, new materials, experts and training resources

How training affect to the employee's performance

How training affect to the employee's performance

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